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在听障儿童个别化康复训练中,家长的深度参与越来越被重视。但在个别化训练的课堂中,儿童产生的一些问题行为,常常困扰着教师及家长。问题行为的产生,使得儿童不能很好地配合老师、家长达成个别化训练目标。如任其发展,势必影响康复效果及儿童个性及社会性的发展,问题行为将会成为听障儿童的第二重障碍。为了使听障儿童早日康复及身心健康发展,必须对一些严重的问题行为实施适宜、有效的干预。
In the individualized rehabilitation training of hearing-impaired children, parents’ participation in depth is paid more and more attention. However, in the classroom of individualized training, some problems caused by children often bother teachers and parents. The emergence of problem behaviors makes children unable to cooperate well with teachers and parents to achieve individualized training objectives. If left unchecked, it will inevitably affect the rehabilitation effect and the development of children’s personality and social development. The problem behaviors will become the second obstacle for the hearing-impaired children. In order to bring about the early rehabilitation and physical and mental development of hearing-impaired children, appropriate and effective interventions must be implemented on some serious problems.